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Monday, November 4, 2019 at 1:30pm to 2:45pm
Mann Library, 102
Cornell University Mann Library, Cornell University, Ithaca, NY 14853, USA
The 2016 National Academies report on science literacy argued that “communities… can meaningfully demonstrate science literacy in ways that go well beyond the aggregated science literacy of the people in them.” In this talk, I will briefly review the theoretical and empirical basis for community science literacy and explain why developing new measurement and evaluation tools is an important—and even urgent—problem for scholars in communications and related fields. I will then describe three inter-related conceptual conundrums that must be addressed (even if they cannot be solved) in the development of new measures.
Noah Weeth Feinstein isan Associate Professor of Curriculum & Instruction and Community & Environmental Sociology and Director of the Holtz Center for Science and Technology Studies at the University of Wisconsin-Madison. He draws on Science and Technology Studies to explore problems related to learning, education, and social change. He is currently studying how science museums seek to become more equitable institutions and how education, broadly conceived, might contribute to climate change adaptation. He also writes about environmental and sustainability education, public knowledge, and educational responses to the “post-truth era.”